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Faculty/Staff Directory

Department of Educator Preparation and Leadership

Bill Kyle is the E. Desmond Lee Family Professor of Science Education I. He is particularly interested in the socio-cultural, political, and economic issues associated with school reform and the prospects for equity in the process of schooling. The goals of such initiatives are oriented toward enhancing students’ scientific literacy, preparing students for life in a critical democracy, self-and social empowerment, and social transformation. Most recently, Bill was a collaborator on Project SUSTAIN, a collaborative venture amongst universities and researchers in South Africa, Malawi, Zambia, Norway and the US, with a focus upon generating knowledge and research methodologies oriented toward exploring and promoting access to a socially responsible science, mathematics, and technology education. Bill’s present interests focus upon reorienting curriculum to address education for sustainable development - by drawing upon the 15 Global Challenges Facing Humanity and The Global Goals for Sustainable Development - to offer a framework for orienting STEM teaching and learning experiences with a focus on empowerment and social transformation. World leaders are hard at work creating a new development agenda. As we learn from the lessons of the Millennium Development Goals (MDGs), there is much optimism that substantial gains can be made toward addressing The Global Goals for Sustainable Development, launched by the United Nations in 2015. Yet, where are the voices of science educators? Why such silence? Bill offers a vision and challenge for science educators.

Bill’s professional contributions have been recognized through his selection in 1980 as the author of the manuscript judged to be the most significant contribution to the Journal of Research in Science Teaching  (JRST); in 1981 he received the National Science Teachers Association's Gustav Ohaus Award for Innovations in College Science Teaching; in 1982 he was the recipient of the National Association for Research in Science Teaching's Patron Award for the research report judged to have the greatest significance and potential in the field of science education; in 1983 he was co-author of Southwest Educational Research Association’s Outstanding Paper Award; and in 1990 the Association for the Education of Teachers in Science recognized him as the Outstanding Science Educator of the Year. He served as Editor of Journal of Research in Science Teaching (January 1994 through May 1999), the official journal of NARST – A worldwide organization for improving science teaching and learning through research. In 2003, Bill’s scholarship was recognized by NARST as having been the co-author of one of the 13 most influential articles published in JRST during its first 40 years (1963-2003). Bill served as the Executive Director of NARST from April 2007 through December 2018.

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e-mail

kylew@umsl.edu

phone

(314) 516-5375

office

357 Marillac Hall

William C. Kyle, Jr. is the E. Desmond Lee Family Professor of Science Education I. He received a BS in Biology from LeMoyne College (Syracuse, NY) and a MS and PhD in Science Education from The University of Iowa. Prior to joining the UM-St. Louis faculty in 1996, Professor Kyle taught middle and high school science in New York and Iowa and between 1982 and 1996 he served as a faculty member at the University of Texas – Arlington, University of Connecticut, and Purdue University.

Professor Kyle’s scholarship focuses on the implementation and evaluation of curricular reform, and the associated implications of such reform for teacher education and professional development. His work is grounded in the context of urban schools and communities and developing countries. He is particularly interested in the socio-cultural, political, and economic issues associated with school reform and the prospects for equity in the process of schooling. Most recently he has been engaged in projects to enhance the science and technology skills of youth and community members in high poverty communities in St. Louis and sub-Sahara Africa.

Professor Kyle has co-authored a K-6 elementary science text series and a science skills resource series (SRA/McGraw Hill). Professor Kyle has authored and / or contributed to over 30 monographs / book chapters and over 50 articles in refereed journals; he has delivered more than 150 presentations at conferences, including several keynote addresses at international conferences and invited lectures at international universities. In 2003, a co-authored article originally published in 1983, titled “The effects of new science curricula on student performance,” was selected by a panel of science education researchers as one of the thirteen “most influential articles that had appeared in the first 40 years” of publication of the Journal of Research in Science Teaching.

Professor Kyle is the recipient of numerous awards and honors for his scholarship, teaching and service, including the 1990 Outstanding Science Educator Award presented by the Association for the Education of Teachers of Science. Professor Kyle is past editor of the Journal of Research in Science Teaching, and currently he serves on the editorial board for several international journals.

Since 1994, Professor Kyle has collaborated with the University of KwaZulu - Natal in South Africa (formerly the University of Durban – Westville) on several program development and community based projects. He has collaborated with science educators throughout sub-Sahara Africa in the context of his work with the African Forum for Children’s Literacy in Science and Technology (AFCLIST). In 2002 Professor Kyle was appointed as a member of the Board of Directors and a Trustee of AFCLIST and AFCLIST USA. In July 2004 Professor Kyle was elected to a 2-year term on the Board of Directors of the International Organization for Science and Technology Education (IOSTE). Since 2007, Professor Kyle has served as the Executive Director of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research.